非人类中心论作为生态德育价值观的合理性分析  

Analysis of the Rationality of Non-anthropocentrism as the Ecological Moral Education Values

作　　者：肖楠楠 

机构地区：[1]徐州幼儿师范高等专科学校,江苏徐州221004

出　　处：《教育理论与实践》2018年第4期44-47,共4页Theory and Practice of Education

基　　金：江苏高校哲学社会科学研究一般项目"非人类中心视域下的生态德育研究"(项目批准号:2016SJD880175)的阶段性研究成果

摘　　要：在教育实践中,生态德育的效果并不明显,从价值观层面来看,其根本原因在于根深蒂固的人类中心论观念的影响。提升生态德育的效果,需要进行价值观的转换,即超越人类中心论,走向非人类中心论。从外在和内在条件对非人类中心论作为生态德育价值观的合理性进行分析表明,外在条件包括社会发展的阶段性、哲学基础和工具理性的批判,社会发展的阶段性趋向和对工具理性的批判提供了现实的基础,天人合一、我与你的哲学思想为其注入了思想之源;内在条件包括道德关系和个体德性,人与自然之间道德关系的构成从关系之维说明了从道德层面促进人类走出生态危机的可行性,道德境界论从个体德性之维说明了人与自然之间道德关系落实的可行性。In education practice, the effect of ecological moral education is not obviously, its basic reason lying in the deep-rooted concept of anthropocentrism. To improve the effect of the ecological moral education need to convert the values, which transcend from anthropocentrism to non-anthropocentrism. This paper analyzes the rationality of non-anthropocentrism from external conditions and inner conditions. External condition includes the stage of social development, the philosophical basis and the criticism of instrumental rationality, the stagesocial of development and the criticism of the instrumental rationality providing a realistic foundation, Philosophy-Heaven and Man, I and you providing the source of thought; The inner condition includes the moral relationship between and individual virtue, The moral relationship between man and nature explains the feasibility of promoting the human crisis from the moral level. The moral level explains the relationship explains the feasibility of the implementation of moral relations from the individual virtue .

关 键 词：生态德育 非人类中心论 价值观 道德关系 

分 类 号：G410[文化科学—教育学]